Project coordinators in the third space assume governance tasks in projectified higher education without formal authority. This contribution develops ‘hidden agility’ as an analytical concept for coordination practices that function in agile ways yet remain unrecognized as such in scholarly discourse. Based on 20 qualitative interviews, the analysis identifies agile practices (including lateral enablement, adaptive restructuring, and informal feedback loops) alongside structural role ambiguity. The findings suggest that agile coordination emerges in project work but is personally compensated by actors in precarious positions rather than institutionally anchored. Role ambiguity appears as both burden and enabling condition. Sustainable agile higher education management would require recognizing these roles as lasting infrastructure.